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1.
Bárbara Filipa Casqueria Coelho Gabriel João Alexandre Dias-de-Oliveira Victor Fernando Santos Neto António Gill D’Orey De Andrade-Campos 《European Journal of Engineering Education》2018,43(6):950-966
Methodologies for engineering learning and teaching (MELT) approach aims to enhance the attractiveness of education through science, technology, engineering and mathematics (STEM) among young people, while promoting awareness of future careers in these areas. To this end, students’ expectations are considered within university programmes, aiming to an increased engagement in STEM careers. To accomplish these goals, a new and integrated approach (MELT) is presented, involving the main stakeholders in both scientific education and society. An education framework is presented, providing guidelines for an improved collaborative approach to STEM education in the future. Results from the pilot implementation of MELT are presented, from a small-scale education parliament prototype. From these initial stage and results, it is seen that there is a need for a proper alignment of expectations from all involved stakeholders, concerning the engineering education towards society’s demands. 相似文献
2.
Pat Mahony 《International Journal of Inclusive Education》2013,17(1):75-81
Study careers of minority students in Dutch higher education are still less successful compared with the careers of majority students. Minority students still seem to experience more difficulties than majority students. Vincent Tinto’s twin concepts of academic and social integration are used here to explore the experiences of minority and majority students in Dutch higher engineering education. Based on a small‐scale interview study, it is shown that ethnic background does not seem to be a decisive, unequivocal factor in the extent to which students are integrated in institutions of higher education. Student answers show differences according to ethnic background in both social and academic integration, and these differences vary according to the year in which the students are found. The paper ends with some suggestions for further exploration. 相似文献
3.
This study attempts to establish the extent to which study programmes and study conditions within selected fields of study vary among institutions of higher education in the Federal Republic of Germany and the extent to which diversification has an impact on the careers and work assignments of graduates. All persons who graduated during the 1983‐1984 and 1984‐1985 academic years in mechanical engineering, economics/business, and social work from seven institutions of higher education were surveyed during their final year of study, again in a longitudinal study two years after graduation, and finally, four to five years after graduation. The authors come to the conclusion that the vertical diversification of higher education in the Federal Republic of Germany has had a less pronounced effect on the careers of graduates, over the last few years, than had been expected. No dominant elements of study programmes and study conditions could be identified which might explain study outcomes, careers, and job assignments. 相似文献
4.
This article investigates graduates' perceptions of their careers guidance needs and the extent to which these are met by the higher education careers service. It reports the findings of a survey conducted by the Employment Studies Research Unit in support of the work of the recent Higher Education Careers Service Review Group chaired by Professor Sir Martin Harris. It places the findings in a context between recent and ongoing research on transitions from higher education to employment and considers the implications of these, and of wider changes in recruitment practices, for the role of the higher education careers service. 相似文献
5.
STEM education faces an interesting conundrum. Western countries have implemented constructivist inspired student centred practices which are argued to be more engaging and relevant to student learning than the traditional, didactic approaches. However, student interest in pursuing careers in STEM have fallen or stagnated. In contrast, students in many developing countries in which teaching is still somewhat didactic and teacher centred are more disposed to STEM related careers than their western counterparts. Clearly factors are at work which impact the way students value science and mathematics. This review draws on three components that act as determinants of science education in three different countries – Australia, India and Malaysia. We explore how national priorities and educational philosophy impacts educational practices as well as teacher beliefs and the need for suitable professional development. Socio-economic conditions for science education that are fundamental for developing countries in adopting constructivist educational models are analysed. It is identified that in order to reduce structural dissimilarities among countries that cause fragmentation of scientific knowledge, for Malaysia constructivist science education through English medium without losing the spirit of Malaysian culture and Malay language is essential while India need to adopt constructivist quality indicators in education. While adopting international English education, and reducing dominance of impact evaluation, India and Malaysia need to prevent losing their cultural and social capital vigour. Furthermore the paper argues that Australia might need to question the efficacy of current models that fail to engage students’ long term interest in STEM related careers. Australian and Malaysian science teachers must be capable of changing the personal biographies of learners for developing scientific conceptual information. In addition both Malaysia and Australia need to provide opportunities for access to different curricular programmes of knowledge based constructivist learning for different levels of learner competencies. 相似文献
6.
Hamood K. Al-Harthi 《Prospects》2011,41(4):535-551
How do university students perceive the key relationship between their university education and the labour market? This article describes the perceptions that 827 Egyptian and Omani seniors—both males and females, studying commerce, education, and engineering—hold about that relationship. For these students, a major motivation for attending university is their perception that it will help them get better and more secure employment. They are also confident it will help them enter appropriate careers. However, they are less satisfied with the way in which university curricula prepare them effectively for appropriate careers. In addition, an analysis by nationality, gender, and field of study revealed statistically significant differences among the participants. The Omani students are more confident about their education than the Egyptians—who call for more reform of their curricula to fit labour market requirements. Women are more motivated than men to enter a career after university. The field of study had only a small impact on students’ perceptions of this key relationship. 相似文献
7.
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non-academic tracks display lower levels of perceived control and engagement. In this study we examine the relation between pupils’ prospective track choice and feelings of perceived control and behavioural and cognitive engagement before the transition to secondary education. Stepwise multilevel regression models were run on data collected from pupils in their last year of primary education in 36 schools in the cities of Antwerp and Ghent (Flanders, Belgium) in May–June 2016. The results show that pupils who indicated that they would start secondary education in non-academic tracks displayed lower levels of perceived control and behavioural and cognitive engagement than pupils who indicated that they would start in an academic track. Further analyses suggest that teacher assessments of pupils’ competence play an important role in explaining these differences according to prospective track choice—with regard to perceived control and behavioural disengagement, this effect is established net of students’ actual competence. This study demonstrates that differences in perceived control and engagement according to track originate in primary education, and that primary school teachers play a vital part in labelling students according to their future careers. 相似文献
8.
William L. Romine Troy D. Sadler Eric P. Wulff 《Journal of Science Education and Technology》2017,26(5):534-545
We describe the development of the Measure of Affect in Science and Technology (MAST), and study its usefulness for measuring science affect in middle school students via both classical and Rasch measurement perspectives. We then proceed to utilize the measurement structure of the MAST to understand how middle school students at varying levels of affect express their interest and attitudes toward science and technology and gender differences in how students express their affect. We found that affect in science and technology comprises a main dimension, science interest, and four peripheral dimensions: interest in careers in science and technology, attitudes toward science, and interest in attending science class. Of these, careers in science and technology carry the highest affective demand. While males showed higher levels of personal and situational interest in science, a greater interest in careers in science and technology was the biggest contributor to males’ higher affect toward science and technology. We argue that whether the MAST is used as a measure of a single construct or multiple subconstructs depends upon specific research or evaluation goals; however, both uses of the MAST yield measures which produce valid inferences for student affect. 相似文献
9.
Academic work in Sweden's higher education system is changing character. Distinctly different career pathways are emerging, as facilities for developing research careers and capital have become both more restricted and more dependent on external funding. These developments are in focus in the present article. Based on ethnographic research and a series of semi-structured interviews with new academics and senior academic mentors in education faculties, the research suggests that several factors intercede in how careers are developed and experienced. The unacknowledged exploitation of female academic labour is perhaps amongst the more significant of these. 相似文献
10.
Beate Krais 《Higher Education Quarterly》2002,56(4):407-418
The careers of women in German higher education are really careers which lead out of academe: women disappear on the route to the top. In order to track processes and structures which lead to this 'academic mortality of females', this article views higher education as a social field with its own dynamic of development, differentiated according to subject cultures. At the centre of the exploration lie organisational structures, hierarchies, time allocation, customs, traditions, everyday practices and interaction in the scientific community. In order to gain insight into these, detailed interviews were carried out with aspiring academics, institute directors and professors, both at universities and at research institutes outside the orbit of universities; the use of time was studied, and ethnographic material was assembled, together with statistical data. This contribution focuses on the structural conditions of the academic career, on symbolic violence in direct interaction, on patterns of competitive behaviour in the scientific community and on the role of mentors. 相似文献
11.
Susan Harris 《British Journal of Sociology of Education》1992,13(2):163-176
Careers teachers have at no time in their history enjoyed a high status in schools. This is surprising given the current demands for schools to equip youngsters with the social and work skills required for their future lives. The data drawn on derive from an in‐depth study of 43 careers teachers from 12 comprehensive schools in one Midlands local authority. The paper shows that the careers teachers studied are not a homogeneous group; they come from different subject backgrounds and include teachers, both male and female, from predominantly the bottom and middle rungs of the hierarchy. A common characteristic of those studied is that most are non‐graduate and have no significant specialist training in careers education. They became involved in ‘careers’ by chance, as a way of advancing their own career or because they had been delegated the responsibility, rather than for more ‘altruistic’ reasons. Their routes into careers work were largely unplanned. Most careers teachers worked on their own and were not part of a department in the traditional sense. Careers teachers were unable to establish a position of influence and stability in school because of the constant variable recognition and status given to both careers education and careers teachers, resulting in their ‘marginalisation’. 相似文献
12.
Frank W. Powers 《International Studies in Sociology of Education》2013,23(3):303-318
This article explores why middle-aged individuals in Spokane, Washington, USA, left successful careers and entered the field of education and reveals their perceptions of the field of teaching. After a number of years in occupations that were successful and well-respected and offered considerably more salary, these mid-life career transitioners started a new career that they considered a 'vocation.' Three separate interviews each were conducted with seven second-career teachers and the themes and perceptions of these individuals which emerged are presented. The themes and perceptions discussed in this article are: life-changing events which prompted the participants to change careers; the differences and similarities noted between past careers and teaching; the challenges faced by the second-career teachers (students and administrators); and the common personal mission of all participants. The article also offers insights on how administrators can help these second-career teachers fit into the field of education by understanding their unique needs and abilities. 相似文献
13.
James Williams 《Tertiary Education and Management》2013,19(4):349-363
This article explores the principal methods in which higher education careers services around the world are addressing the needs of an increasing proportion of students from disadvantaged backgrounds. This study is based on data drawn from focus groups with students and interviews with key personnel and employers. The research demonstrates that higher education careers services are beginning to address the needs of students from disadvantaged backgrounds in a number of key ways. In particular, they are becoming more integrated both with the full range of student services and with the academic curriculum and, as in many other examples of widening participation, limited resources are optimised by effective targeting of specific groups. Arguably, too, higher education careers services are well placed to provide the interface between the academy and employers in order to promote diversity outside academia. 相似文献
14.
创业教育与高职学生就业研究报告 总被引：1，自引：0，他引：1
文章介绍了具有高职教育特点的创业教育与就业指导模式改革的背景，论述了创业教育与高职学生就业指导教育模式改革的目标体系、主要内容和实施途径，阐明了创业教育促进高职学生就业应处理好的五个关系。 相似文献
15.
Geraldine Clarebout Jan Elen Rebecca Léonard Joost Lowyck 《Educational Research and Evaluation》2013,19(2):109-125
ABSTRACT This article addresses the labour market effects of two rather different forms of vocational education, full‐time education with practice periods that have no employment status versus dualized education with an emphasis on continuous on‐the‐job/in‐service training and employee status for the apprentice. Although most developed countries know both forms of vocational education, these usually have clearly different positions in a qualitative (standardization of curricula and degrees) and a quantitative (cohort shares) sense. The Netherlands present an interesting case, because in this country both systems coexist and contribute largely to the vocational training of each new generation. That provides a good opportunity for investigating differences in the labour market effects of these ‘treatments’ in vocational education. In this article, differences in labour market careers (i.e. the chances of getting promoted or getting unemployed) between graduates from full‐time vocational education and from the dual system are explored, using event history analysis. The results show that graduates from full‐time tracks have higher chances of getting promoted. However, the period of transition to the labour market is very unstable, involving job shifts and periods of unemployment. Graduates from the dual system on the other hand experience a more stable period of labour market entry. At the same time their careers often involve many dead‐end jobs, from which no promotion takes place. Moreover, they have difficulty in transfering their skills to other sectors than the sector for which they are trained. 相似文献
16.
Matti E. Lindberg 《Higher Education in Europe》2005,30(3-4):385-398
This article deals with the question of how the segmentation of higher education participation connects with the segmentation of the graduate labour market into jobs with different levels of quality. With data comprising educational and labour market histories of graduates with Master's degree from nine European countries, the author analyses how graduates with traditional higher education careers come off on the European labour market compared to those with non‐traditional educational careers. When examining the quality of the employment that graduates obtain early on in their career, three criteria are applicable: the job stability and the quality of the education‐job match to both the level of their studies and skills. The method used in the analysis is logistic regression. Results indicate that being a traditional/non‐traditional graduate does affect the odds of finding proper employment; however, whether the influence is positive or negative greatly varies with respect to gender; the number of graduates with the same type of educational career on the local market and the criteria used to evaluate the adequacy of the employment. 相似文献
17.
David L. Konstantinovskiy 《European Journal of Education》2012,47(1):9-24
This article analyses research on social inequality and access to higher education in Russia. It argues that the myth about equality of life chances, as with certain other myths, was an important part of the Soviet ideology. However, children from privileged groups traditionally received the education and professional training which were most advantageous for their subsequent lives and careers. Recent research indicates that conditions in post-Soviet Russia are not eliminating social differentiation. This is clearly seen in access to higher education. It is shown that the inequality is noticeable in secondary education and is aggravated during the transition to higher education and vocational training (universities, colleges, vocational schools). In order to explain the genesis of such inequality, the article considers research focusing on the situation at secondary school. The dynamics must be analysed over a long period, since the problems that post-Soviet youth face today have roots in the Soviet past. Hence, the article considers the results of studies conducted between the 1960s and today. 相似文献
18.
从系统论观点谈高校就业指导工作 总被引：6，自引：0，他引：6
随着中国高等教育由精英教育向大众教育迈进,大学毕业生人数的剧增及就业难的问题对高校就业服务工作提出了严峻的挑战,在新形势下如何有效地开展就业指导工作是一个亟待研究的新课题。本文将采用系统论的基本原理,对高校就业指导工作系统的整体性、层次性、相关性、开放性等系统特性进行分析,提出如何运用系统论方法做好高校就业指导工作。 相似文献
19.
David Lopatto 《CBE life sciences education》2004,3(4):270-277
In this study, I examined the hypothesis that undergraduate research enhances the educational experience of science undergraduates, attracts and retains talented students to careers in science, and acts as a pathway for minority students into science careers. Undergraduates from 41 institutions participated in an online survey on the benefits of undergraduate research experiences. Participants indicated gains on 20 potential benefits and reported on career plans. Over 83% of 1,135 participants began or continued to plan for postgraduate education in the sciences. A group of 51 students who discontinued their plans for postgraduate science education reported significantly lower gains than continuing students. Women and men reported similar levels of benefits and similar patterns of career plans. Ethnic groups did not significantly differ in reported levels of benefits or plans to continue with postgraduate education. 相似文献
20.
A.G. Watts 《Asia Pacific Journal of Education》1988,9(1):28-36
The paper examines the evolution of the concept of careers guidance from an international perspective. A four-stage model encompassing information, interview, curriculum and integration is proposed to explain how various patterns of careers guidance have emerged. The proposed model for careers guidance in Singapore is then described in terms of philosophy, delivery, roles, resources and training. Some suggestions are made as to how difficulties with this model can be overcome. 相似文献